Perceptions of Human Technologies in Teaching
A Pedagogical Methods Course in the Extended Elementary Teacher Education Program
Bibliographic Data
| ID | 4308140 |
|---|---|
| Authors | Pamela K Miller Curti, Pamela K Miller Curtiss (Drake University), Pamela Curtiss (Drake University, corresponding author) |
| Year | 1993 |
| Volume | 44 |
| Issue | 2 |
| Pages | 139-148 |
| Publication date | 1993-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487193044002008 |
| OpenAlex | W2092182660 |
| Language | EN |
| References cited | 9 |
The study focused on the Human Technologies in Teaching (HTT) course, a pedagogical methods course nested in the Extended Elementary Teacher Education Program (EETEP). EETEP is an experimental five-year program at the University of Nebraska-Lincoln. The research questions focused on junior-level students', their graduate teacher educators', and cooperating teachers' perceptions of the three-credit hour course and its accompanying two-credit hour field experience. Using a naturalistic qualitative methodology, the study collected and analyzed data from an assortment of sources: (1) interviews; (2) journals; (3) final analyses of one of six videotaped cooperative learning lessons; (4) final analyses of EETEP journals; (5) researcher field notes; and (6) researcher journal entries. Three case studies documented (1) eight Cohort Three students' perceptions of the HTT course, (2) four Cohort One Teacher Educators' perceptions of the HTT course, and (3) four corresponding cooperating teachers' perceptions of the HTT. Certain themes emerged as a result of the inquiry. Participants in the study perceived (1) HTT as the course where one would know whether teaching was the career direction to pursue; (2) the importance of a scaffolded process as students progressed through the EETEP; (3) the relationships between HTT, their earlier field experiences, and the educational psychology courses; (4) the importance of the early field experiences; (5) the teacher educator role as powerful to all participants; (6) the importance of collegiality; (7) feedback of the right type and form was of tremendous value; (8) the importance of a strong theoretical base; (9) the written analysis of one of the final two videotaped lessons provided valuable reflection and insight on pedagogical techniques; (10) they were in disequilibrium at one point or another during the HTT semester; and (11) the power of the extended program. Recommendations for future research were also included in the study
Course (navigation) · Mathematics education · Pedagogy · Perception · Primary education · Teacher education · Teaching method · Digital literacy in education · Education and Technology Integration · Educational Tools and Methods · Engineering · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |